Professional Documents
Culture Documents
Procedure/Steps:
1. Divide the students into tutors and tutees. Half of the tutors will be students of high
reading level. Pair the highest performing tutor with the highest performing tutee,
the next highest performing tutor with the second highest performing tutee, and so
on.
2. Divide the tutors into groups of 3-4 students and call them "Tutor Huddles".
3. Conduct a 30-minute classwide orientation session about the procedures described
below. Follow-up with two 30-minute sessions for each Tutor Huddle and then
conduct reviews periodically as needed.
4. Give a signal so that each tutor gets his of her tutee's folder from a designated area
in the classroom. Have the tutees do seatwork.
5. Each tutor in each Tutor Huddle reads orally the words and the other members give
him/her feedback. This Tutor Huddle session lasts 5 minutes.
6. If the tutor identifies the word correctly, the other members say "yes". If the tutor is
incorrect, they try to say the correct word. If they can't, they ask for the teacher' s
help.
7. After 5 minutes, signal the end of the Tutor Huddle and the beginning of the peer
tutoring.
8. Each pair practices the GO pocket words. The tutors present the cards as many
times as possible for 5 minutes. If the tutee makes an error for the first time, the
tutor should say, "Try again". If the tutee makes an error again, the tutor provides
Evaluation of Effectiveness:
1. Compare the students' scores on the same test of 30-100 words before and after
implementation of this intervention.
2. Compare the students' scores on daily or weekly drills before and after
implementation.
Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.
Procedure/Steps:
1. Explain to students that they will be learning a way of improving their reading
comprehension similar to the type of practice that helps athletes develop skill at
their sports.
2. Give the first student the assigned reading passage and tell the following
directions:
"I want you to read this story out loud. I want you to remember as much about the
story as you can. The important thing is to find out as much about the story as you
can. When you are done, I am going to ask you to retell the story to me [or answer
some questions about the story]."
3. Record the time needed for each reading.
4. If desired, record the number of errors on your copy of passage or on a sheet of
paper.
5. When the student finishes reading the passage, ask him/her to read it again. Repeat
a shortened version of the directions.
6. Have the student retell the story or answer different comprehension questions after
each reading. After the final reading, praise the student for understanding the story.
7. Follow the same procedure with the other students in the reading group.
Evaluation of Effectiveness:
Compare the students' scores on comprehension skill sheets or end-of-unit reading tests
before and after implementation of this intervention.
Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.
Procedure/Steps:
1. Start by the last section in the reading lesson, often called "Enrichment Activities".
Evaluation of Effectiveness:
Compare the students' scores on daily vocabulary or comprehension skill sheets or end-ofunit reading tests before and after implementation of this intervention.
Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.
2. "My Story Map" transparency and individual student paper copies one per student.
3. List of 10 comprehension questions for each student, one list per story.
Procedure/Steps:
Four phases of implementation: Phase 1: Modeling the use of Story Mapping
1. Display the overhead transparency of the story map. Have the students complete
their own copies as you call on students for responses.
2. Have the students hand in their story maps, put away their reading materials, and
answer the comprehension questions individually.
Phase 4: Maintenance
Have the students silently read the story and answer comprehension questions without the
story maps. If scores falls below 80% accuracy for 2 consecutive days, use the maps again.
Evaluation of Effectiveness:
Compare the students' scores on comprehension questions or skill sheets or daily, weekly,
or end-of-unit reading tests before and after implementation of this intervention.
Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.
Story map components for Group Story Mapping. From Idol (1987, p.199).
My Story Map
List
Description:
This intervention emphasizes the importance of metacognitive or active reading strategies
to improve comprehension. It directs students' attention on story structure by teaching them
to ask five "wh" questions about the settings and episodes of the story.
Materials:
1. Overhead Projector
2. Transparency and individual student paper copies of the five "wh"
questions or the Detective Reader, one per student.
3. Three or four narrative passages.
4. Poster board chart listing the 5 "wh" questions (optional)
Procedure/Steps:
1. Tell the students that they are going to play a game to help them become better
readers. The game is called "Reading Mysteries" and "Storyteller" and "Detective
Reader" are the main characters.
2. Tell them that the job of the Storyteller is to provide specific clues to enable readers
to make predictions about the story based on past experiences.
3. Tell them that their job as Detective Reader is to search for clues in the story, ask
questions, and make predictions based on background knowledge.
4. Read them a story.
5. Introduce the five "wh" story grammar questions by using an overhead or poster
board chart.
6. Call on students to answer these questions and write the answers on the
transparency and have them write the answers on their copies, too.
7. Tell the students that to be good Detective Readers, they need to think of these
questions during silent reading.
8. Practice using the questions at least two more times as a classwide activity or in
reading groups.
9. Gradually eliminate the use of paper copies for the five "wh" questions.
Evaluation of Effectiveness:
Compare the students' scores on comprehension questions or skill sheets or daily, weekly,
or end-of-unit reading tests before and after implementation of this intervention.
Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.
5 "wh" questions
Detective Reader
2. Transparency and individual student paper copies of the story outline, one per
student.
Procedure/Steps:
1. Tell the students that they are going to learn a new and exciting way to understand
and remember more about what they read.
2. Assign students to pairs with similar reading levels for four training sessions.
3. Tell them that they will be reading a passage and paying attention to the most
important ideas of the story.
4. Have the students read the passage silently.
5. Introduce the outline by using an overhead.
6. Call on students to complete the outline and write the answers on the transparency.
7. Have them write the answers on their copies, too.
8. Have them work in pairs to retell all the important ideas in the story.
9. Provide guidance for completing the outline in the first two sessions and in the third
if needed. Have them to complete alone in the fourth session. Then, have to retell
the story to each other in pairs as above.
10. Reverse the order of retelling for the partners over the four sessions.
Evaluation of Effectiveness:
Compare the students' scores on comprehension questions or skill sheets or daily/weekly
tests or end-of-unit reading tests before and after implementation of this intervention.
Source:
Rathvon, N. (1999). Effective School Interventions. New York: Guilford Press.
Story Outline
Steps:
1. Introduce the students to the concept of question-answer relationships strategy.
2. Use several short passages to demonstrate the relationships.
3. Provide practice by asking students to identify the QARs, the answer to the
question, and the strategy they used for finding the answer:
o Provide the text, questions, answers, and QAR label for each question and
reason for why the label was appropriate.
o Provide the text, questions, answers, and QAR label for each question. Have
the students supply the reason for the label.
o Provide the text, questions, and answers. Have the students provide the
QAR labels for each question and reason for the selection of the labels.
o Provide the text and questions. Have the students provide the answers, QAR
labels, and the reasons for the labels.
4. Gradually increase the length of passages and the variety of reading materials.
Evaluation of Effectiveness:
Compare the students' scores on comprehension questions or skill sheets or reading tests
before and after implementation of this intervention.
Source:
Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
Steps:
1. Read a paragraph.
Read the paragraph silently. As you read, be sure to think what the words mean.
2. Ask yourself, "What were the main ideas and details of this paragraph?"
After reading the paragraph, ask yourself, "What were the main ideas and details?"
This question helps you to think about what you just read. You can also look
quickly back over the paragraph to help you find the main idea and the details
related to the main idea.
3. Put the main idea and details in your own words.
Now put the main idea and details into your own words. This will help you
remember the information. Try to give at least two details related to the main idea.
The acronym for these steps is RAP. (Paraphrasing is like rapping or talking to yourself.)
Some rules that help find the main idea are:
Look for repetitions of the same word or words in the whole paragraph.
Evaluation of Effectiveness:
Compare the students' scores on comprehension questions or skill sheets or reading tests
before and after implementation of this intervention.
Source:
Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
Evaluation of Effectiveness:
Compare the students' scores on comprehension questions or skill sheets or reading tests
before and after implementation of this intervention.
Source:
Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior
problems. Boston: Allyn and Bacon.
Checklist Summary